Literaturnachweis - Detailanzeige
| Autor/in | Chang, Lei |
|---|---|
| Titel | Variable Effects of Children's Aggression, Social Withdrawal, and Prosocial Leadership as Functions of Teacher Beliefs and Behaviors. |
| Quelle | In: Child Development, 74 (2003) 2, S.535-48Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| Schlagwörter | Aggression; Beliefs; Classroom Environment; Early Adolescents; Empathy; Foreign Countries; Interpersonal Competence; Middle School Students; Middle School Teachers; Peer Acceptance; Prosocial Behavior; Self Concept; Student Attitudes; Student Leadership; Teacher Attitudes; Teacher Behavior; Teacher Influence; Teacher Student Relationship; Withdrawal (Psychology); China Belief; Glaube; Klassenklima; Unterrichtsklima; Empathie; Ausland; Interpersonale Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Selbstkonzept; Schülerverhalten; Studentenwerk; Lehrerverhalten; Teacher behaviour; Teacher student relationships; Lehrer-Schüler-Beziehung; Rückzugsverhalten |
| Abstract | Examined link between Chinese teachers' beliefs about classroom aggression and withdrawal and their support of middle schoolers, and student behaviors, peer acceptance, and self-perceived social competence. Found that teachers' aversion to aggression and empathy toward withdrawal enhanced self-perceptions of both aggressive and withdrawn children and enforced peer rejection of aggression, but not of social withdrawal. Prosocial leadership influenced social behavior independent of teacher beliefs. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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